Note: The unit was created based on the NETS for Students. All of the items in green we will cover during the vision today. Those in black indicate items that would be covered during a regular 6-week run of this type of unit.
Week 1
Pre-thinking /Engage / K in KWL
Watch movie "Why care about water?" in order to create urgency and provide background knowledge
Fill out Big Ideas Graphic Organizer to keep track of sources and big ideas
Sign in and begin building wiki page keep track of ongoing research
Calculate water usage to quantify and to develop awareness
Teacher formatively assesses and checks in on wiki to monitor student thinking and/or misconceptions
Week 2
Read and continue to add sources of information to the Big Ideas graphic organizer
Research / collect data on the various topics regarding water in the community
Students continue adding to the wiki to keep track of ongoing research
Teacher formatively assesses and checks in on wiki to monitor student thinking and/or misconceptions
Week 3
Moving toward independent research and collecting information regarding water issues in San Diego
Add to Big Ideas Graphic Organizer to keep track of sources and big ideas
Identify individual / small group topics and begin taking a persuasive stance on the issue
As a class, begin to generate a list of themes around water issues in San Diego.
Teacher formatively assesses and checks in on wiki to monitor student thinking and/or misconceptions
Week 4
Drafting / Storyboarding to synthesize learning
Determine Audience
Draft big ideas
Develop supporting details
Begin crafting message with persuasive tools
Teacher formatively assesses and checks in on wiki to monitor student thinking and/or misconceptions
Week 5
Continue crafting the message, revise, and edit for final product
Publish final draft of presentation using appropriate technology tools
Practice oral presentation of talking points
Peer review of final product
Teacher formatively assesses and checks in on wiki to monitor student thinking and/or misconceptions
Teacher evaluates student projects as summative assessment.
Week 6
Special event - share body of work with school, parents, and/or community
Note: The unit was created based on the NETS for Students. All of the items in green we will cover during the vision today. Those in black indicate items that would be covered during a regular 6-week run of this type of unit.
Week 1
- Pre-thinking /Engage / K in KWL
- Watch movie "Why care about water?" in order to create urgency and provide background knowledge
- Fill out Big Ideas Graphic Organizer to keep track of sources and big ideas
- Sign in and begin building wiki page keep track of ongoing research
- Calculate water usage to quantify and to develop awareness
- Teacher formatively assesses and checks in on wiki to monitor student thinking and/or misconceptions
Week 2- Read and continue to add sources of information to the Big Ideas graphic organizer
- Research / collect data on the various topics regarding water in the community
- Students continue adding to the wiki to keep track of ongoing research
- Teacher formatively assesses and checks in on wiki to monitor student thinking and/or misconceptions
Week 3- Moving toward independent research and collecting information regarding water issues in San Diego
- Add to Big Ideas Graphic Organizer to keep track of sources and big ideas
- Identify individual / small group topics and begin taking a persuasive stance on the issue
- As a class, begin to generate a list of themes around water issues in San Diego.
- Teacher formatively assesses and checks in on wiki to monitor student thinking and/or misconceptions
Week 4- Drafting / Storyboarding to synthesize learning
- Determine Audience
- Draft big ideas
- Develop supporting details
- Begin crafting message with persuasive tools
- Teacher formatively assesses and checks in on wiki to monitor student thinking and/or misconceptions
Week 5- Continue crafting the message, revise, and edit for final product
- Publish final draft of presentation using appropriate technology tools
- Practice oral presentation of talking points
- Peer review of final product
- Teacher formatively assesses and checks in on wiki to monitor student thinking and/or misconceptions
- Teacher evaluates student projects as summative assessment.
Week 6